Using a reflection framework to guide teachers’ video analysis of their science teaching practice

Abstract

This multiple case study examined four elementary teachers use of a reflection framework for analyzing video of their science teaching practice. Open coding was used to analyze the data. Cross-case comparison was used to compare each participant's case and identify similarities and differences. The introduction of a reflection framework supported the participants in developing more detailed explanations of their science teaching practice. While the participants were able to engage in the reflective cycle, they did not always thoroughly address the framework prompts. Findings illustrate the need for frameworks to support teachers' reflective practice.